Motivation to learnan international multilevel study on student autonomy and teacher emphasis on content usefulness

  1. Moreno-Murcia, Juan Antonio 1
  2. Huéscar Hernández , Elisa 1
  3. León, Jaime 2
  4. Fin, Gracielle 3
  5. Nodari Júnior, Rudy José 3
  6. Valero-Valenzuela , Alfonso 4
  7. Tristán , José 5
  8. Gastélum-Cuadras, Gabriel 6
  9. Zueck Enríquez , María del Carmen 6
  10. Vargas Vitoria , Rodrigo 7
  11. Cid, Luís 8
  12. Monteiro, Diogo 8
  13. Teixeira, Diogo 9
  1. 1 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

  2. 2 Universidad de Las Palmas de Gran Canarias
  3. 3 Universidade do Oeste de Santa Catarina
    info

    Universidade do Oeste de Santa Catarina

    Joaçaba, Brasil

    ROR https://ror.org/03a6a0a65

  4. 4 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  5. 5 Universidad Autónoma de Nuevo León
    info

    Universidad Autónoma de Nuevo León

    San Nicolás de los Garza, México

    ROR https://ror.org/01fh86n78

  6. 6 Universidad Autónoma de Chihuahua
    info

    Universidad Autónoma de Chihuahua

    Chihuahua, México

    ROR https://ror.org/04mrrw205

  7. 7 Universidad Católica del Maule
    info

    Universidad Católica del Maule

    Talca, Chile

    ROR https://ror.org/04vdpck27

  8. 8 Instituto Politécnico de Santarém Escola Superior de Desporto de Rio Maior
  9. 9 Universidade Lusófona de Humanidades e Tecnologias
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Revista:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Año de publicación: 2024

Título del ejemplar: May - September

Volumen: 40

Número: 2

Páginas: 265-271

Tipo: Artículo

DOI: 10.6018/ANALESPS.571161 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: Anales de psicología

Resumen

En la educación superior, pocos estudios relacionan factores contextuales en la clase, como el énfasis del profesor en la utilidad del contenido y las características motivacionales de los estudiantes.  El objetivo fue probar un modelo multinivel sobre la relación entre el énfasis del docente en la utilidad del contenido durante la clase, la autonomía de los estudiantes y, a su vez, la motivación para aprender. Participaron 3033 estudiantes universitarios matriculados de 1º a 4º grado de Ciencias de la Actividad Física y del Deporte, de universidades de España (N = 602), Portugal (N = 469), México (N = 1177), Chile (N = 372), y Brasil (N = 413). Se realizó un modelo de ecuaciones estructurales multinivel, en el que los participantes respondieron preguntas sobre el énfasis del profesor en la utilidad del contenido de la clase, la autonomía y la motivación para aprender. Se hipotetizó que el énfasis del profesor en la utilidad del contenido predecía la autonomía del estudiante que, por su vez, predecía la motivación para aprender. Los resultados, a nivel grupal e individual, indican que el énfasis del docente en la utilidad del contenido predijo la autonomía del estudiante, y la autonomía predijo la motivación para aprender.

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Fuente de los datos: Dialnet